Speech Language Pathologist
Objectives-
- Collaborate with classroom staff to explore activities, which are motivating to the student and will encourage him/her to communicate
- Serve on the IEP team and provides treatment, evaluation and periodic consultation as needed and as it relates to the educational program.
- Provide ongoing support in the classroom to ensure that each student has meaningful opportunities for communication throughout the day
- Work with parents, staff, physicians and providers to assure that an appropriate communication system is in place.
- Collaborate with private speech-language pathologist and clinics to provide complementary service delivery.
- Utilize a multi-sensory approach with specialized strategies and techniques in a small group, self-contained environment with an alternative curriculum.
- Determine & ensure the student has the most appropriate communication system
Assessment Instruments:
Nonspeech Test
Informal observations
Peabody Picture Vocabulary Test
Every Move Counts
Preschool Language Scale
Expressive Vocabulary Test
Functional Communication Profile
Assessing Semantic Skills Through Everyday Themes (ASSET)
Planning-
- Develop and collaborate with the special educator/staff to incorporate meaningful communication opportunities within an alternative curriculum
- Provide the special educator with guidance on appropriate strategies for instruction,
Materials & Resources
Utilize no-tech (any assistive device that is not electronic such as slant boards, picture based communication system etc.); low-tech device (switches, single message output devices such as a step by step) and high tech augmentative communication systems ( electronic devices utilizing complex, multifunction technology such as a Springboard or other dynamic display to promote active learning and cognitive engagement.
Boardmaker by Mayer-Johnson is a software program that provides a basic symbol library for making visual supports for home and school such as

communication boards, books, schedules, worksheets, reading and writing activities and more.
Velcro sensitive materials including slant boards to provide interactive activities
Instructional Practices-
- Adapted multi-sensory materials are utilized to provide motivating activities to encourage the student to communicate.
- Model the use of augmentative communication devices for optimal communication opportunities.
- Structure the environment to support communication and foster interaction
- Adapt activities to solicit student participation
Assistive Technology Specialist:
Objectives:
- Responsible for training students, teachers, parents, and school staff to utilize assistive technology resources to support communication to increase the student’s independent functioning in school, home, and the community .
- Create and implement communication activities using
Intellitools/Boardmaker computer software
- Provide support and technology trainings on such topics as Boardmaker,
Classroom Suite, programming and use of a variety of voice output devices and use of alternative computer access (i.e., switches/ switch interfaces) and non-verbal communication systems.
- Provide assistive technology consultations for students as referred by members of the educational team.
- Identifies and resolves problems with specialized computers software and hardware
- Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices
Assessment Instruments:
Nonspeech Test
Informal observations
Peabody Picture Vocabulary Test
Every Move Counts
Preschool Language Scale
Expressive Vocabulary Test
Functional Communication Profile

Assessing Semantic Skills Through Everyday Themes (ASSET)
Planning-
- Universal Design for Learning (UDL)- the practice of embedding flexible strategies into curriculum during the planning process so that all students can access a variety of learning solutions. UDL is commensurate with differentiated instruction, but places more emphasis on readily available technology to meet the needs of diverse learners.
-The AT team member meets with the special educator, speech-language pathologist, occupational therapist, physical therapist and para-professionals to discuss student accommodations. The accommodations are tried and data shows they are or are not successful in meeting the student’s needs.
- Identify student strengths and needs as they are related to educational performance
- Look at Environmental issues that impact performance, including built-in supports and current instructional methodologies.
- If the student is unable to make reasonable progress with what is already available, what tools (include all accommodations) may be needed to ensure progress and access to the education curriculum.
Materials & Resources
Utilize no-tech, low-tech and high tech augmentative communication systems to promote active learning and cognitive engagement.
Boardmaker by Mayer-Johnson is a software program that provides a basic symbol library for making visual supports for home and school such as communication boards, books, schedules, worksheets, reading and writing activities and more.
Velcro sensitive materials including slant boards to provide interactive activities
Instructional Practices-
- Adapted multi-sensory materials are utilized to provide motivating activities to encourage the student to communicate
- Model the use of augmentative communication devices for optimal communication opportunities
- Ongoing staff trainings in small groups to teach strategies specific to the individual classroom and provide training in programming the student’s communication system.
- Consultation resulting in interventions that support student progress
- Adapt activities to solicit student participation